Degree Program Assessment Reports : View Reports

Unit: Languages & Literatures of Europe and the Americas
Program: Classics (BA)
Degree: Bachelor's
Date: Sun Nov 15, 2020 - 4:46:14 pm

1) Program Student Learning Outcomes (SLOs) and Institutional Learning Objectives (ILOs)

1. Demonstrate a broad yet holistic understanding of the history and culture of Ancient Greece and Rome including its language, literature, art, philosophy, politics, and religion.

(1a. General education, 2a. Think critically and creatively)

2. Recognize several major areas of scholarly inquiry within the discipline of classics as well as problems particular to foundational texts, institutions, and historical periods in the ancient world.

(1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research)

3. Contribute to the areas of inquiry/problems that define the discipline of classics using a variety of ancient media as well as modern research tools and standards specific to classics and the humanities in written and oral presentations.

(1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 2c. Communicate and report)

4. Recognize both the contribution of Greco-Roman civilization to world culture and the ways in which this civilization diverges from our own.

(1a. General education, 3b. Respect for people and cultures, in particular Hawaiian culture, 3d. Civic participation)

5. Develop an affinity for the study of the humanities and Greco-Roman culture in particular, which they will continue to pursue and enjoy throughout their lives.

(3a. Continuous learning and personal growth, 3b. Respect for people and cultures, in particular Hawaiian culture)

2) Your program's SLOs are published as follows. Please update as needed.

Department Website URL:

Student Handbook. URL, if available online:

Information Sheet, Flyer, or Brochure URL, if available online:

UHM Catalog. Page Number:

Course Syllabi. URL, if available online:

Other: Classics B.A. Curriculum Map

3) Please review, add, replace, or delete the existing curriculum map.

Curriculum Map File(s) from 2020:

File (11/12/2020)

4) For your program, the percentage of courses that have course SLOs explicitly stated on the syllabus, a website, or other publicly available document is as follows. Please update as needed.

1-50%

51-80%

81-99%

100%

5) Does the program have learning achievement results for its program SLOs? (Example of achievement results: "80% of students met expectations on SLO 1.")(check one):

Yes, on some(1-50%) of the program SLOs

Yes, on most(51-99%) of the program SLOs

Yes, on all(100%) of the program SLOs

6) Did your program engage in any program learning assessment activities between November 1, 2018 and October 31, 2020?

Yes

No (skip to question 17)

7) What best describes the program-level learning assessment activities that took place for the period November 1, 2018 and October 31, 2020? (Check all that apply.)

Create/modify/discuss program learning assessment procedures (e.g., SLOs, curriculum map, mechanism to collect student work, rubric, survey)

Collect/evaluate student work/performance to determine SLO achievement

Collect/analyze student self-reports of SLO achievement via surveys, interviews, or focus groups

Use assessment results to make programmatic decisions (e.g., change course content or pedagogy, design new course, hiring)

Investigate other pressing issue related to student learning achievement for the program (explain in question 8)

Other:

8) Briefly explain the assessment activities that took place since November 2018.

Based on teacher (dis)satisfaction with the recently selected Latin textbook, student evaluations, and research conducted by Dr. Lorna Holmes into teaching and learning in the digital age, a new Latin textbook was chosen and new curriculum developed to maximize learning and student retention.

9) What types of evidence did the program use as part of the assessment activities checked in question 7? (Check all that apply.)

Artistic exhibition/performance

Assignment/exam/paper completed as part of regular coursework and used for program-level assessment

Capstone work product (e.g., written project or non-thesis paper)

Exam created by an external organization (e.g., professional association for licensure)

Exit exam created by the program

IRB approval of research

Oral performance (oral defense, oral presentation, conference presentation)

Portfolio of student work

Publication or grant proposal

Qualifying exam or comprehensive exam for program-level assessment in addition to individual student evaluation (graduate level only)

Supervisor or employer evaluation of student performance outside the classroom (internship, clinical, practicum)

Thesis or dissertation used for program-level assessment in addition to individual student evaluation

Alumni survey that contains self-reports of SLO achievement

Employer meetings/discussions/survey/interview of student SLO achievement

Interviews or focus groups that contain self-reports of SLO achievement

Student reflective writing assignment (essay, journal entry, self-assessment) on their SLO achievement.

Student surveys that contain self-reports of SLO achievement

Assessment-related such as assessment plan, SLOs, curriculum map, etc.

Program or course materials (syllabi, assignments, requirements, etc.)

Other 1: Course evaluations

Other 2:

10) State the number of students (or persons) who submitted evidence that was evaluated. If applicable, please include the sampling technique used.

11) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)

Course instructor(s)

Faculty committee

Ad hoc faculty group

Department chairperson

Persons or organization outside the university

Faculty advisor

Advisors (in student support services)

Students (graduate or undergraduate)

Dean/Director

Other:

12) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)

Used a rubric or scoring guide

Scored exams/tests/quizzes

Used professional judgment (no rubric or scoring guide used)

Compiled survey results

Used qualitative methods on interview, focus group, open-ended response data

External organization/person analyzed data (e.g., external organization administered and scored the nursing licensing exam)

Other:

13) Summarize the results from the evaluation, analysis, interpretation of evidence (checked in question 12). For example, report the percentage of students who achieved each SLO.

It was determined that the newly selected Latin textbook, in spite of our previous research, was confusing to students and impeded learning. Taking into account student comments along with instructor experience, Dr. Lorna Holmes investigated the impact of technology on language learning by students and recommended a slower-paced curriculum that emphasizes mastery of small-scale units using a traditional, grammar-focused textbook combined with a large number of in-house created worksheets.

14) What best describes how the program used the results? (Check all that apply.)

Assessment procedure changes (SLOs, curriculum map, rubrics, evidence collected, sampling, communications with faculty, etc.)

Course changes (course content, pedagogy, courses offered, new course, pre-requisites, requirements)

Personnel or resource allocation changes

Program policy changes (e.g., admissions requirements, student probation policies, common course evaluation form)

Students' out-of-course experience changes (advising, co-curricular experiences, program website, program handbook, brown-bag lunches, workshops)

Celebration of student success!

Results indicated no action needed because students met expectations

Use is pending (typical reasons: insufficient number of students in population, evidence not evaluated or interpreted yet, faculty discussions continue)

Other:

15) Please briefly describe how the program used its findings/results.

See previous question (#13). A new Latin curriculum was developed.

16) Beyond the results, were there additional conclusions or discoveries? This can include insights about assessment procedures, teaching and learning, and great achievements regarding program assessment in this reporting period.

An article on language learning in the digital age is currently being researched and written by Classics faculty member, Dr. Lorna Holmes.

1) Program Student Learning Outcomes (SLOs) and Institutional Learning Objectives (ILOs)

1. Demonstrate a broad yet holistic understanding of the history and culture of Ancient Greece and Rome including its language, literature, art, philosophy, politics, and religion.

2. Recognize several major areas of scholarly inquiry within the discipline of classics as well as problems particular to foundational texts, institutions, and historical periods in the ancient world.

3. Contribute to the areas of inquiry/problems that define the discipline of classics using a variety of ancient media as well as modern research tools and standards specific to classics and the humanities in written and oral presentations.

4. Recognize both the contribution of Greco-Roman civilization to world culture and the ways in which this civilization diverges from our own.

5. Develop an affinity for the study of the humanities and Greco-Roman culture in particular, which they will continue to pursue and enjoy throughout their lives.

2) Your program's SLOs are published as follows. Please update as needed.

3) Please review, add, replace, or delete the existing curriculum map.

4) For your program, the percentage of courses that have course SLOs explicitly stated on the syllabus, a website, or other publicly available document is as follows. Please update as needed.

5) Does the program have learning achievement results for its program SLOs? (Example of achievement results: "80% of students met expectations on SLO 1.")(check one):

6) Did your program engage in any program learning assessment activities between November 1, 2018 and October 31, 2020?

7) What best describes the program-level learning assessment activities that took place for the period November 1, 2018 and October 31, 2020? (Check all that apply.)

8) Briefly explain the assessment activities that took place since November 2018.

9) What types of evidence did the program use as part of the assessment activities checked in question 7? (Check all that apply.)

10) State the number of students (or persons) who submitted evidence that was evaluated. If applicable, please include the sampling technique used.

11) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)

12) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)

13) Summarize the results from the evaluation, analysis, interpretation of evidence (checked in question 12). For example, report the percentage of students who achieved each SLO.

14) What best describes how the program used the results? (Check all that apply.)

15) Please briefly describe how the program used its findings/results.

16) Beyond the results, were there additional conclusions or discoveries? This can include insights about assessment procedures, teaching and learning, and great achievements regarding program assessment in this reporting period.

17) If the program did not engage in assessment activities, please justify.